Please construct each paragraph so that the reader can understand what you focused your observations on without having seen the original questions. - fogleman
Observations:
This week I observed two of the classes that I will be taking on in January, Dr. Pothier's period 1 seniors and period 5 (mostly 11th grade). Period 1 was observed first and consists of 7 students, some who have Individualized Education Plans. As I arrived at the classroom Dr. Pothier was waiting outside the door greeting students as they entered. After everyone was seated she collected homework and told the class that they would be having a quiz (also said that she hinted at a quiz during the last class). One student openly admits that he has not completed his homework assignment to which Dr. Pothier responds "How disappointing." Many of the students express that they would feel more comfortable going over the homework before the quiz and Dr. Pothier agrees. She checks the homework assingment into her computer to give the students credit and then hands the assignment back. The homework was on significant figures and Dr. Pothier engages the students by making them answer questions and calls on students that are not as engaged to keep them on task. During this time she makes connections with significant figures to previous lessons about scientific notation to help students better understand. After this students still feel as though they need a little more practice so Dr. Pothier gives them more example problems to try and moves around the room to see how they are doing. After going through the example problems, students say they are ready for the quiz and sound fairly confident. The quiz is written on the board (5 questions on sig figs). The quiz is passed in and the answers are gone over. Some of the students openly acknowledge how they know instead of just giving answers when asked. Dr. Pothier then gives students the option to review first or do linear converstions first. They decide upon review first. Dr. Pothier sets up a trash can in the front of the room and explains to me that this is "Trash-can review." Students are split up into teams and get points for correct answers and they also get a shot at the can which can be worth different points depending on how far away the student is standing. All students are engaged and enjoying the activity. After the match is complete the winning team writes their name down on paper and they recieve bonus points on their next test. Dr. Pothier then switches gears to linear converstions. She puts a conversion on the board and askes students to solve. She again walks around the room to moniter students progress.
Friday I went in to observe period 5 (a middle level Chemistry course) which consists of about 15 students. This class is also going over significant figures and Dr. Pothier is writing example problems up on the smart board. Students are asked to turn in their homework assignment. One student is very withdrawn, not saying very much not doing very much in terms of practicing the problems (I later am informed that he is failing the course). Students begin to talk amongst themselves signaling that they are done. Dr. Pothier asks one student to put a problem up on the board and continues to check in homework. Students are told that they are going to have a quiz but will do a worksheet first which radiates multiple groans around the room. Dr. Pothier hands out the worksheet on sig figs/scientific notation and the students work quietly on it while she sets up a chemical demonstration. After a few minutes she begins to walk around the room and check on students progress. The worksheet is gone over and then the quiz is taken. After the quiz gears are changed and the chemical demonstration begins. Dr. Pothier (wearing safety goggles) lights an ethanol burner and heats KCl in a test tube until it becomes a liquid, this takes a few minutes. During the lag time she asks the students questions that are specific to what is happening in the test tube and the upcomming reaction. Connections are made to previous lessons on the phases of matter/chemical and physical changes. Before the reaction commeces (with the addition of a gummy bear to the liquid KCl) students are told to "stay quiet and stay focused". The reaction commences followed by an explaination of what is happening. Dr. Pothier asks them what they saw and to make connections. Gears are again switched to dimensional analysis which takes a few minutes to get students back on task (they are still a little excited about the reaction). Problems are put on the board for the students to solve and Dr. Pothier guides them through by answering questions. Class is winding down with only a few minutes left so the test tube which contained the reaction is passes around for students to see.
Reflections:
I noticed that in period 1 (seniors) Dr. Pothier is a little more laid back with the students. She treats them as mature individuals while still keeping them engaged and on task, a tallent that I am told comes with experience. She is able to see that they are not quite ready for the quiz and knows that if she just gives it without going through some examples students may do poorly and be discouraged for the remainder of the class. By making adjustments in her lesson to fit students needs she was able to go over the desired material and give them a boost of confidence before they took their quiz. I think the "trash can review" was very effective. By getting the students up and making a game out of learning she engages all of her students so that they are paying attention. Competition also had its role here keeping the students focused on thinking about the problems so they can give correct answers to help their team win. I like this idea of review as opposed to just lecturing or writing problems up on the board and having students solve them. It takes a few minutes to get the students to change gears from a "fun activity" to a more structured activity such as practicing linear equations but they eventually respond. This happens again after the chemical demonstration, which I believe was a very good visual but I did not see the relevence to the material being presented (sig figs, linear conversions). I understand that the purpose of this activity is to have students observe chemistry in action (and also to get them engaged) and for that reason I think that it was a positive demonstration. After observing period 5 I began to notice a pattern in Dr. Pothier's approach: Turn-in/go over homework, practice, assessment, engaging activity, newer material. During both of these classes she was moving around the room while conversing with students, not just lecturing in the front of the class. She also responed well when there were negative situations and remained very calm and collective. The atmosphere in both classrooms was very relaxed and students looked as if they were comfortable taking risks when answering questions. One of the most noticible aspects of Dr. Pothier's presentation style is that she is constantly listening to the students (in otherwords informally assessing them) to determine what they know and what they are prepared for.
Class Topic: Chemistry (sig figs, linear conversions)
Grade: 11th and 12th
Observed by: Matthew Hooper
Observations:
This week I observed two of the classes that I will be taking on in January, Dr. Pothier's period 1 seniors and period 5 (mostly 11th grade). Period 1 was observed first and consists of 7 students, some who have Individualized Education Plans. As I arrived at the classroom Dr. Pothier was waiting outside the door greeting students as they entered. After everyone was seated she collected homework and told the class that they would be having a quiz (also said that she hinted at a quiz during the last class). One student openly admits that he has not completed his homework assignment to which Dr. Pothier responds "How disappointing." Many of the students express that they would feel more comfortable going over the homework before the quiz and Dr. Pothier agrees. She checks the homework assingment into her computer to give the students credit and then hands the assignment back. The homework was on significant figures and Dr. Pothier engages the students by making them answer questions and calls on students that are not as engaged to keep them on task. During this time she makes connections with significant figures to previous lessons about scientific notation to help students better understand. After this students still feel as though they need a little more practice so Dr. Pothier gives them more example problems to try and moves around the room to see how they are doing. After going through the example problems, students say they are ready for the quiz and sound fairly confident. The quiz is written on the board (5 questions on sig figs). The quiz is passed in and the answers are gone over. Some of the students openly acknowledge how they know instead of just giving answers when asked. Dr. Pothier then gives students the option to review first or do linear converstions first. They decide upon review first. Dr. Pothier sets up a trash can in the front of the room and explains to me that this is "Trash-can review." Students are split up into teams and get points for correct answers and they also get a shot at the can which can be worth different points depending on how far away the student is standing. All students are engaged and enjoying the activity. After the match is complete the winning team writes their name down on paper and they recieve bonus points on their next test. Dr. Pothier then switches gears to linear converstions. She puts a conversion on the board and askes students to solve. She again walks around the room to moniter students progress.Friday I went in to observe period 5 (a middle level Chemistry course) which consists of about 15 students. This class is also going over significant figures and Dr. Pothier is writing example problems up on the smart board. Students are asked to turn in their homework assignment. One student is very withdrawn, not saying very much not doing very much in terms of practicing the problems (I later am informed that he is failing the course). Students begin to talk amongst themselves signaling that they are done. Dr. Pothier asks one student to put a problem up on the board and continues to check in homework. Students are told that they are going to have a quiz but will do a worksheet first which radiates multiple groans around the room. Dr. Pothier hands out the worksheet on sig figs/scientific notation and the students work quietly on it while she sets up a chemical demonstration. After a few minutes she begins to walk around the room and check on students progress. The worksheet is gone over and then the quiz is taken. After the quiz gears are changed and the chemical demonstration begins. Dr. Pothier (wearing safety goggles) lights an ethanol burner and heats KCl in a test tube until it becomes a liquid, this takes a few minutes. During the lag time she asks the students questions that are specific to what is happening in the test tube and the upcomming reaction. Connections are made to previous lessons on the phases of matter/chemical and physical changes. Before the reaction commeces (with the addition of a gummy bear to the liquid KCl) students are told to "stay quiet and stay focused". The reaction commences followed by an explaination of what is happening. Dr. Pothier asks them what they saw and to make connections. Gears are again switched to dimensional analysis which takes a few minutes to get students back on task (they are still a little excited about the reaction). Problems are put on the board for the students to solve and Dr. Pothier guides them through by answering questions. Class is winding down with only a few minutes left so the test tube which contained the reaction is passes around for students to see.
Reflections:
I noticed that in period 1 (seniors) Dr. Pothier is a little more laid back with the students. She treats them as mature individuals while still keeping them engaged and on task, a tallent that I am told comes with experience. She is able to see that they are not quite ready for the quiz and knows that if she just gives it without going through some examples students may do poorly and be discouraged for the remainder of the class. By making adjustments in her lesson to fit students needs she was able to go over the desired material and give them a boost of confidence before they took their quiz. I think the "trash can review" was very effective. By getting the students up and making a game out of learning she engages all of her students so that they are paying attention. Competition also had its role here keeping the students focused on thinking about the problems so they can give correct answers to help their team win. I like this idea of review as opposed to just lecturing or writing problems up on the board and having students solve them. It takes a few minutes to get the students to change gears from a "fun activity" to a more structured activity such as practicing linear equations but they eventually respond. This happens again after the chemical demonstration, which I believe was a very good visual but I did not see the relevence to the material being presented (sig figs, linear conversions). I understand that the purpose of this activity is to have students observe chemistry in action (and also to get them engaged) and for that reason I think that it was a positive demonstration. After observing period 5 I began to notice a pattern in Dr. Pothier's approach: Turn-in/go over homework, practice, assessment, engaging activity, newer material. During both of these classes she was moving around the room while conversing with students, not just lecturing in the front of the class. She also responed well when there were negative situations and remained very calm and collective. The atmosphere in both classrooms was very relaxed and students looked as if they were comfortable taking risks when answering questions. One of the most noticible aspects of Dr. Pothier's presentation style is that she is constantly listening to the students (in otherwords informally assessing them) to determine what they know and what they are prepared for.Class Topic: Chemistry (sig figs, linear conversions)
Grade: 11th and 12th
Observed by: Matthew Hooper